Session Information
10 SES 05 B, Research on Values, Beliefs and Understandings in Teacher Education
Paper Session
Contribution
Since 1960s, instilling scientific process skills in students has been one of the most important objectives of teacher training programs (Strawitz, 1989). Scientific process skills lay the basis of the competency of carrying out scientific research. Throughout the history, science education has had contributions to the development of critical thinking, problem solving, scientific thinking, logical thinking and scientific process skills (Padilla, 1984). Scientific thinking and researching should not be reduced to the scientists.(Harlen,1999). Ostlund (1992) defines the scientific process skills as the most powerful means of producing and organizing the knowledge about the world. Moreover, these skills help students to think like a scientist (Monhardt and Monhardt, 2006). A.A.A.S., divide the scientific process skills into two groups as basic and complementary in a Process Approach. Basic scientific process are making observation, classifying, recording the data, measuring, making use of space/time relations, using numbers, making deductions and predictions. These basic skills lay the basis for the learning of the complementary skills (changing and controlling variables, interpreting data, making hypotheses, defining operationally, using data and forming models and conducting experiments) (Esler, 1977; Padilla ve Okey,1984).
In the present study, the scientific process skills are dealt with under five sub-dimensions which are determining and controlling variables, defining by doing, making hypotheses, data analysis and graphic construction, conducting experiments.
In the nations desiring to catch up with the globalizing world of 21st century, individuals should be equipped with various capacities such as thinking, problem solving, questioning, analyzing, using information and technologies, entrepreneurship, creativity, carrying out scientific research, and critical thinking instead of just doing what is told to them. Doubtless, schools should assume the primary role in imparting these skills to individuals. Hence, curriculums of the subjects taught in our schools were redesigned to instill these skills in students (MEB, 2005). But changing the programs is not sufficient if the teachers are not qualified enough to teach these skills. The teacher should not only accumulate the knowledge, but also make use of it. While presenting the information, the teacher needs to make it in such a way as to include as many scientific process skills as possible (Harlen, 1999).
Therefore, it is only possible to educate individuals who can comply with the requirements of the future world by means of training teachers who are skillful enough to help their students to be equipped with these skills. So, it is of great importance to investigate the scientific process skill levels of the pre-service science teachers.
The purpose of the present study is to investigate the pre-service science teachers’ scientific process skill acquisition levels and the relationships between scientific process skills and some demographic features (gender, grade level, type of the school graduated, socio-economic status of the families). For this purpose, answers to the following questions were sought.
1- What are the scientific process skill acquisition levels of pre-service science teachers?
2- What is the relationship between the pre-service science teachers’ scientific process skill acquisition levels and some demographic variables?
Method
Expected Outcomes
References
Ateş, S. (2002). Sınıf Öğretmenliği ve Fen Bilgisi 3. Sınıf Öğrencilerinin Bilimsel Düşünme Yeteneklerinin Karşılaştırılması [Bildiri]. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, Ankara. Retrieved from http://www.fedu.metu.edu.tr/ufbmek-5/b_kitabi/PDF/OgretmenYetistirme/Bildiri/t275DA.pdf Ateş, S., & Bahar, M. (2004). The effects of inquiry-based instruction in developing integrated science process skills of pre-service elementary teaching majors having different piagetian developmental levels. Journal of Gazi Educational Faculty, 24(3), 275-290. Başdağ G., & Güneş B.(2006). 2000 yılı fen bilgisi dersi ve 2004 fen ve teknoloji dersi öğretim programlarıyla öğrenim gören ilköğretim 5. sınıf öğrencilerinin bilimsel süreç becerilerinin karşılaştırılması [Bildiri]. VII Ulusal Fen Bilimleri Ve Matematik Eğitimi Kongresi, Ankara. Burns, J. C., Okey. J. R., & Wise, K. C. (1985). Development of an Integrated Process Skill Test: TIPS II. Journal of Research in Science Teaching, 22(2), 169-177. Demir M., (2006) Sınıf öğretmeni adaylarının bilimsel süreç becerilerinin bazı değişkenler açısından incelenmesi,Ulusal sınıf öğretmenliği kongresi, 1. Esler, K. (1977). Teaching Elementary Science. Florida Technological University Publication. Harlen, W. (1999). Purposes and procedures for assesing science process skills. Assesment in Education, 6(1), 129-145. Monhardt, L., & Monhardt, R. (2006). Creating a context for the learning of science process skills through picture books, Early Childhood Education Journal, 34, 67–71. Ostlund, K. L. (1992). Science Process Skills: Assessing Hands on Student Performance. California: Addison Wesley. Padilla, J. M., & Okey, J. R. (1984). The Effects of Instruction on Integrated Science Process Skill Achievement. Journal of Research in Science Teaching, 21(3), 277-287. Strawitz, B. M. (1989). The Effects of Testing on Science Process Skill Achivement. Journal of Research in Science Teaching, 26(8), 659-664. Türkmen ve diğ. (2006). Science and Technology Education, Pegem publications. Ankara.
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